MIT OpenCourseWare
MIT OpenCourseWare (OCW)
makes the MIT faculty’s
course materials used in the
teaching of almost all of MIT’s
undergraduate and graduate
subjects available on the web,
free of charge, to any user
anywhere in the world. OCW
is a large-scale, web-based
publication of educational
materials. Educators in the
U.S. and the developing
world utilize the materials
for curriculum development,
while students and self-learners
around the globe draw upon
the materials for self-study and
supplementary use. With 1,100
courses available as of June 30,
2005, OCW is delivering on
the promise of open sharing of
knowledge.
As the 2004–2005 academic year came to a close, the real impact of OCW on global
education was expanding in many directions at once. In just under three years, what
started as 32 hand-made course pages on a small server in Building 9 in September 2002,
has blossomed into (as of June 30, 2005):
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Dozens of mirror sites and translation sites, including translations and original
courses in six languages, making published course materials more accessible
internationally.
Usage that continues to grow dramatically, with visits to OCW and translation
sites since October 2003 passing the 10.5 million mark. Traffic just to course
materials published on the OCW website in May 2005 was 74% greater than in
May 2004.
An “opencourseware movement,” with 12 live OCW sites at MIT and other
institutions, and 40 more active OCW development projects under way at
institutions around the world. In addition, 20 other institutions are considering
OCW projects.
About 1,270 published courses, including 1,100 MIT courses as well as courses
in complementary disciplines from leading institutions known for their work in
other fields.
OCW released its spring 2005 publication on schedule in April, to bring the total number
of courses available from MIT faculty to 1,100 courses, marking significant progress
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MIT OpenCourseWare
toward the goal of publishing virtually all MIT courses—approximately 1,800—by the
year 2007.
Current Goals and Objectives
As the OpenCourseWare project approached its third anniversary in fall 2005, we
continue to be focused on publishing courses from the MIT faculty; continually
providing benefits back to the MIT community, its faculty, students, and alumni;
and fostering the reach and impact of the “opencourseware” concept. Thus, our
organizational goals for the last year, and going forward into 2005–2006, fall into three
broad categories—publication, outreach, and sustainability:
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Publication Goals
o Expand publication with new MIT course materials per established schedule
o Continually improve depth and quality of OCW course materials
o Maintain currency of published content
o Continually improve user features and site structure to optimize the user
experience
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Outreach Goals
o Expand access through translations and alternate distribution channels
o Foster use of OCW materials among educators and learners around the
world, with added focus on developing regions
o Facilitate implementation of opencourseware at other institutions
o Support MIT and its community
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Sustainability Goals
o Continually develop the OCW team as a responsive, professional
organization
o Maintain and improve efficient and effective processes
o Manage finances and secure long-term funding
o Evaluate and report on a�ainment of short-term goals and progress toward
long-term goals
o Communicate the OCW story to build awareness and keep stakeholders
informed
Achievements During Academic Year 2004–2005
Publication Goals
Expand OCW Publication
On April 17, 2005, OCW published 200 new courses on schedule, bringing the total
publication to 1,101 courses. These courses represent all five MIT schools and 33
academic departments in approximately the same proportion as the total course
offerings of these schools and departments. In addition, we published 25 major course
updates. This begins our program of regular, cyclical updates to keep OCW fresh and up
to date. Work is under way to publish an additional 150 new courses and 100 updates in
fall 2005.
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MIT Reports to the President 2004–2005
Improve Depth and Quality of OCW Publication
One of the fundamental goals of OCW is to continually improve the depth and quality of
the OCW publication. Over the last year, OCW faculty liaisons and department liaisons
have put extra emphasis on obtaining complete material from faculty. We have instituted
a new system that inventories in detail course materials and assesses their richness
based on quantity of material by content type and their completeness (the percentage
of all materials, by content type, for each course that are actually published on OCW).
The content inventory reveals that, in our last two publication cycles (fall 2004 and
spring 2005), more published courses included more of the material categories and the
percentage of course materials available on OCW increased.
OpenCourseWare course materials statistics, as of June 30, 2005
Content type
No. of courses
using it in
instruction
No. OCW sites
that include it
Reading lists
822
807
98%
—
Lectures
705
513
73%
79%
Recitations
107
39
36%
71%
Assignments
812
755
93%
93%
Assignment solutions
812
209
26%
79%
73
58
79%
93%
Exams
439
251
57%
88%
Exam solutions
439
106
24%
90%
Projects
261
216
83%
99%
Project examples
261
94
36%
99%
69
68
99%
—
Study materials
149
148
99%
—
Related resources
193
193
100%
—
Labs
Tools
Rate of
inclusion
Level of
completeness
In addition to delivering high-quality course materials according to our published
schedule, our work has also focused on developing a stable, efficient, full-production
cycle. Since the pilot, core production has proceeded efficiently and effectively,
characterized by streamlining and process improvements, and by a distinct focus on
content quality.
During the pilot phase, OCW was inventing processes and implementing systems
throughout the core production process. Though we continually examine and improve
elements of the process, we now have a much more stable and routine methodology—
the process is largely “down to a science.” OCW staffers representing each of the
functions involved in the publication process formed a Publication Standards Board to
establish uniform practices for every detail of the design and production processes and
to generate, vet, and implement ideas for streamlining.
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MIT OpenCourseWare
Key developments over the last year include:
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Formal enhancement planning and tracking process. We have instituted a formal
methodology for capturing, prioritizing, and tracking all requests and
suggestions for enhancements both to the OCW website and to the underlying
production and support systems that enable our publication processes.
Streamlined IP process. Our volume of clearance activity has doubled on a percourse basis compared with the pilot phase because we are tackling more
complex courses with more IP objects, yet we have reduced IP processing time
while maintaining flat resources.
Instituted content capture alternatives. We are reaching the end of the inventory
of MIT courses with pre-existing electronic materials and course websites.
We now encounter an increasingly substantial portion of courses with paperbased (sometimes handwri�en) notes and materials. The percentage of courses
published that had no prior web presence has increased from 7% in the fall 2003
cycle to 25%. Increasingly, those that do have a website have only minimal digital
materials—a syllabus or a few assignments. We have been able to absorb much
of the additional workload associated with less-developed source materials
primarily because our production process is more efficient than it was during
the earlier years of OCW. In addition, we have established processes both to
transcribe materials and to capture lecture notes in real time in the classroom.
Streamlined video capture. As described below, we have significantly expanded
video content. We have developed a set of procedures and protocols for video
production as well as a guide for faculty participants.
Completed department liaison (DL) staffing. The DL program is now well established
and highly valued by faculty and their host departments. DLs work closely with
faculty in helping them ready their materials for publication, reducing faculty
time commitment and providing other increased services and value for faculty.
Maintain Currency of OCW Publication
In spring 2005, OCW began archiving some of its older courses and replacing them
with updated versions of those courses. Some of the courses are substantially different
in teaching methodology, while some now offer additional teaching and learning
resources. Going forward, we will be publishing 100 course updates in fall 2005, and 150
course updates in calendar year 2006.
Improve User Features and Site Structure
As an added-scope component in Phase 2, we adopted a more deliberate, structured
approach to publication of digital video materials associated with courses on OCW.
We have now integrated video production more closely into our regular publication
production process. The goals of the video effort are to demonstrate pedagogy for
educators, and to provide resources for self-learners. With this in mind, we seek video
content that:
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Preserves teaching exemplars. Preserve a unique educational experience such as a
“classic” course, guest lecture, or the work of an eminent retiring professor. In
pursuit of this goal, we might videotape one or more lecture sessions of a course
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MIT Reports to the President 2004–2005
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because they are part of the core curriculum within a department or program, or
are General Institute Requirements; they are taught by “star” faculty (famous,
winners of teaching awards, etc.) or eminent retiring faculty; or they are “classic”
courses that might not be taught in the future.
Captures special pedagogy. Capture a pedagogically relevant experience not
otherwise available in a form that could be published, such as clinical courses,
arts courses, and case discussion courses. For educators, this would provide a
window into how MIT faculty teach. This might include a brief introduction by a
faculty member explaining the course and its pedagogy, or a sample lecture. For
self-learners, such video might capture language exercises, case studies, or field
experiences.
Enhances available course materials. Enhance the educational value of a course
by adding clips of hands-on experiments, demonstrations, or simulations (e.g.,
Matlab).
Outreach Goals
Expand Access
In addition to publishing MIT courses, a second fundamental mission of OCW is to
extend the reach and impact of OCW and the “opencourseware” concept. We strive to
engage with credible, recognized organizations and institutions to help further access
and use of OCW materials. Distribution affiliates, as we call them, work within their
regions or constituencies to provide:
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Translations of materials into local languages
Regional mirror sites for OCW materials
To date, our most successful relationships have been with Universia (Spanish and
Portuguese language translations—180 courses translated at this writing) and China
Open Resources for Education, a large effort to translate MIT courses into Chinese (43
course translations at this writing) and publish original course materials from their
constituent universities. We are still seeking appropriate partnerships for translation of
our materials into French and Arabic.
We are currently in a pilot collaboration with African Virtual University (AVU) to
expand access to OCW materials by leveraging their extensive pan-African network of
universities and learning centers. The pilot project involves mirror site installation and
workshop facilitation at Nairobi University in Kenya and Addis Ababa University in
Ethiopia. If the pilot project is successful, we plan to expand our collaboration to include
more of AVU’s 34 learning centers throughout Sub-Saharan Africa. Since the launch of
our formal mirror site program, we have received requests for mirror sites at universities
in the Philippines, Ghana, Nigeria, Egypt, the United Arab Emirates, and the Caribbean
region. Earlier this year, we also provided a hard disk copy of our entire site to Baghdad
University’s dean of the College of Science for Women, and we are currently following
up to find out more about the use of these materials on their campus. As of June 30, 2005,
we supported 12 official mirror sites, and we expect unofficial mirror sites to continue to
appear, with current sites found in Brazil and China, among others.
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MIT OpenCourseWare
Foster Use
Our most important efforts in pursuit of this goal have been our multipronged efforts
to build awareness of OCW and educate people about its many uses and benefits. To
this end, we have delivered some 25 presentations at conferences and at individual
institutions that are considering their own OCW initiatives.
On another front, our monthly email newsle�er boasts 34,000 self-selected subscribers,
and circulation continues to increase by hundreds of subscribers each month. In addition
to our general outreach efforts, we have made special efforts to reach out to target
regions where we believe there is particular potential for OCW impact. These regions
are Sub-Saharan Africa, the Middle East, China, Japan, and Latin America. We have
developed productive relationships with institutions such as UNESCO, the World Bank,
and United Nations University, and leveraged their expertise and connections to increase
awareness of OCW and foster the use of OCW materials around the world, particularly
in our target regions. For example, we are working closely with UNESCO on their Open
Educational Resources project, which has already generated four new courses for the
French University in Egypt by drawing from OCW as a primary source of educational
materials. We have formalized our outreach program with MIT groups, such as the
MIT-China Program and Africa Internet Technology Initiative, who help us to spread
the use of OCW materials in developing regions through their summer initiatives. The
outreach program includes training MIT students on using the OCW site, installing local
copies of the site, running workshops for users, and interviewing users for evaluation
purposes. We plan to expand this program to other groups, including the MIT-India and
MIT-Middle East programs. We have also actively pursued speaking opportunities and
plan to participate at relevant international forums, including the World Summit on the
Information Society, UNESCO International Institute for Educational Planning Forum on
Open Educational Resources/Open Content, and the World Conference on Computers in
Education, among others.
Facilitate implementation of Other “opencourseware” Sites
A major element of our outreach strategy is fostering the growth of the OpenCourseWare
movement. We are working with a number of leading institutions to begin their own
pilot opencourseware sites and band together with us in an alliance to create collective
body of high quality materials comprising a broad spectrum of disciplines and teaching
methods as well as consistent structures and formats. By working together, we expect to
find synergies in our efforts to:
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Extend the reach and impact of the opencourseware concept
Evaluate impact of opencoursewares around the world
Refine publication processes and systems, improve effectiveness, and reduce
costs
Cooperate in developing long-term sustainability
At this writing, there are at least 12 live OCW sites in addition to OCW, some 40 more
institutions have active projects under way to start their own OCW sites, and we
have been in discussion with another 20 institutions about the benefits of being an
opencourseware provider.
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MIT Reports to the President 2004–2005
Support MIT
As of spring 2005, approximately 70 percent of MIT’s faculty had contributed their
course materials to the publication. Initial skepticism about OCW has largely given
way to faculty pride. MIT faculty enthusiasm derives not only from the impact OCW is
having on educators and learners around the world, but also from the value our faculty
receive from their participation—the services of our department liaisons and faculty
liaisons to help organize and update their materials, research consistent IP citations, and
a develop a new look for their courses. OCW also provides faculty with a new vehicle
for contributing to their discipline, it affords them greater visibility in the field among
their colleagues, and more and more, it is providing a vehicle for dissemination of their
research results when they apply for grants. Beyond the services we provide faculty,
OCW provides institutional and departmental benefits to the MIT community:
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Benefits to the Institute
o Advances MIT’s institutional mission to advance knowledge and serve the
world
o Demonstrates MIT’s commitment to open knowledge sharing
o Stimulates innovation among the faculty and students
o Generates alumni and community pride
o Projects a positive image of MIT to the world (the thousands of emails the
OCW project has received bear this out)
Benefits to MIT’s academic departments
o Showcases departments‚ offerings
o Enhances faculty and student recruitment
o Gives curriculum commi�ees and planners greater insight into course
content
o Accelerates adoption of digital materials in teaching
o Fosters collaboration among faculty
Benefits for MIT students
o Provides supplementary study materials
o Helps students plan their courses of study and choose courses at registration
Sustainability Goals
Develop the OCW Team
Our biggest accomplishments in organization over the course of the last year came in
our ability to provide opportunities for growth for people within the OCW team, as can
be seen in the Promotions section below.
In addition, we continued to enjoy tremendous success with the OCW department
liaisons program. DLs assist faculty with the development and compilation of teaching
materials for use in both classroom teaching and publication on the OCW website. DLs
are permanent staff within their respective departments and provide an invaluable
service to MIT faculty and to OCW. The DLs have been instrumental in the success
of OCW by fostering relationships with faculty, identifying and addressing potential
copyright issues, producing technical illustrations to enrich the course materials, and
leveraging their technical expertise in the subject ma�er to ensure high-quality course
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MIT OpenCourseWare
sites. We have focused on hiring recent MIT alumni–who have a familiarity with the
faculty and their courses—to serve as DLs in the departments from which they received
their degrees. The DL program is a cornerstone of OCW’s long-term sustainability and
success. We now have the equivalent of 10.5 DLs firmly in place across all five MIT
schools.
We also continued to foster a values-based culture, built on the belief that our staff
should be responsive, proactive and results-oriented, collaborative, flexible, and
commi�ed to the OCW project and MIT. To foster these values, we held several sessions
with Francine Crystal of MIT’s Organization and Employee Development team at OCW’s
quarterly retreats in AY05.
Evaluate and Report
Evaluation is an integral part of the OCW operation, and indeed, evaluation and
tracking mechanisms are built into the OCW website so that there is continuous
monitoring and reporting of traffic and usage. In addition, we conduct an annual
comprehensive evaluation to measure access, use, and impact of OCW. We have now
performed two of these comprehensive evaluations. We completed data collection for
the 2004 evaluation in December 2004.
The comprehensive evaluation process includes a portfolio of data collection and
analysis strategies, including web analytics, online intercept surveys, supplemental
surveys, and interviews. The design of the 2004 process paralleled the 2003 evaluation,
with many questions repeated in order to show comparisons with the baseline. We also
added a small number of new qualitative questions to explore other areas of interest. We
increased the volume of survey responses to permit more multivariate analysis, and we
collected a richer array of qualitative data to paint a more detailed picture of how users
interact with the OCW materials. Key features of the 2004 process included:
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Collection of 5,000 intercept survey responses, with research logic that permi�ed
additional sampling of certain target regions where response was low in 2003
Twenty-five in-depth interviews designed to provide additional texture to the
quantitative data
Analysis and incorporation of qualitative data from feedback e-mail
In May 2005, we began writing approximately 35 short cases studies, from users in our
three user categories—educators, students, and self-learners—to provide greater insight
into how each type utilized OCW materials (this project was expected to be completed in
September 2005).
For example, about 15% of OCW users are educators. Over half these educators use
OCW for direct instructional purposes: to develop curricula, develop courses, or
prepare for a specific class. About 44% of students enrolled in formal courses use
OCW to complement their current courses, and another 32% use it to enhance their
personal knowledge. For the most part, self-learners use OCW to enhance their personal
knowledge or keep current in their fields. Impact ratings continue to run high. Among
educators, 85% feel that OCW has helped them improve their courses. About 88% of
students and 90% of self-learners say OCW helps them learn.
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MIT Reports to the President 2004–2005
In addition to the annual evaluation, we
track a variety of access, use, and impact
indicators via our monthly External
Site Report, which we use as an internal
management tool. This monthly report
documents site traffic (including traffic
to the sites of our translation affiliates),
distribution of traffic across several
variables, and user feedback. The report
includes current data and longitudinal
trends. For example, we track monthly
volume by country of origin (see table).
The findings of the evaluation are
detailed in the MIT OpenCourseWare
2004 Program Evaluation Findings
Report.
Communicate the OCW Story
Countries producing highest volume of
visits to the OpenCourseWare website
(excluding U.S.), by rank, June 2005
Rank
1
Country
China
Web hits
2,694,500
2
India
1,353,717
3
Taiwan
1,296,933
4
Canada
843,593
5
South Korea
768,014
6
Japan
684,989
7
United Kingdom
650,024
8
Germany
505,823
9
Poland
505,781
10
Brazil
401,326
11
Italy
396,748
12
Australia
371,752
The goals of OCW’s communications and
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France
344,951
outreach program include generating
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Iran
304,442
internal support for OCW, disseminating
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Turkey
280,024
information about the overall progress
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Spain
273,251
and accomplishments of the OCW
program, and highlighting available
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Indonesia
270,003
content on the OCW site. This
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Thailand
258,178
program includes elements of public
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Vietnam
252,783
relations, marketing, and partnership
development, as well as dissemination
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Mexico
228,793
of appropriate practical information
and documentation relating to most
aspects of the program. This activity
is conducted in support of the overall program’s goals, and generally works in close
conjunction with evaluation activities and program leadership.
In the past year, OCW was mentioned more than 40 times in various media (in
addition, OCW is frequently mentioned as a resource in any article or story—online or
in traditional, offline media—about e-learning or distance education). The highlights
include:
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Economic Times of India, August 1, 2004
Times of India, August 23, 2004
Forbes, October 10, 2004
Sydney Morning Herald (Australia), May 17, 2005
Boston Globe, July 1, 2005
MIT OpenCourseWare
By far, the single most important media exposure that the OCW project has achieved
yet came in September and October 2004, when the OCW project was featured in the
television magazine program Global Challenges on CNN Television International. This
six-minute segment aired six times on CNN International and twice on CNN USA. The
impact of this one program on the usage of the OCW website was tremendous. For
instance, in August 2004, the OCW site received 325,628 total visits—in October 2004,
the site received 522,973 visits, an increase of 62 % in two months, which we believe is
directly a�ributable to the exposure from the CNN International program.
Long-term media visibility is important to the success of the OCW project, as our
evaluation data tell us that most users continue to locate the site via online and offline
media.
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Thirty-two percent of visitors report learning of the site via online media, and
23% learned of the site from offline media.
Nearly 60% of visits to the OCW site came as referrals from other sites, largely
the main MIT site, search engines, OCW-affiliated sites, news sites, and technical
community forums.
The percentage of visitors locating the site via search engines increased from
10% in 2003 to 18% in 2004, and the searches used are increasingly topic searches
rather than variants of “opencourseware.”
We continue to maintain internal communication with the MIT community at every
level, utilizing vehicles such as the MIT Faculty Newsle�er, The Tech, and Tech Talk to
communicate the latest news about the OCW project with the community. We also have
focused on involving senior MIT leadership in internal communications to build both
awareness and buy-in from faculty.
Finances and Funding
MIT continues its commitment to assume an increasing share of the cost of OCW each
year. The formula previously established is that MIT will increase its contribution to
the cost of OCW by $200,000 per year until a reasonable equilibrium is reached. MIT
has commi�ed another $1 million per year over and above the scheduled contribution
beginning in 2007 and continuing annually therea�er, from resources available to the
Institute. In addition, MIT also bears the costs of space, internal utility infrastructure,
and other administrative and operations overhead.
OCW sustainability will depend in part on continued, though decreasing, outside
funding over the next 10 to 15 years. We are actively pursuing four tiers of such outside
funding in close collaboration with MIT’s Department of Resource Development:
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Foundations and NGOs. We have made presentations to, and conversations
are under way with, several philanthropic institutions. MIT president Susan
Hockfield and president emeritus Charles M. Vest are lending their active
support to these efforts.
Corporations. We have developed a list of about 20 large, mostly high-tech
corporations that represent high-volume users of OCW materials based on our
tracking of domain of origin. Together, these corporations have generated nearly
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MIT Reports to the President 2004–2005
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100,000 visits to OCW over the last year and a half. MIT’s corporate relations
officer is approaching these organizations to develop interest in helping to
support OCW in the future. In addition, we have conversations under way with a
few other corporations that have demonstrated interest in supporting the aims of
OCW.
Major gi�s. The Major Gi�s unit of the Department of Resource Development
now highlights OCW in its approach to selected prospects. In consultation with
this department, we have begun to develop concrete endowment opportunities:
o Publication and maintenance of 25 new MIT courses each year, in
perpetuity—$10 million
o Delivery of MIT course materials to 25,000 educators and over 150,000
learners (roughly 5% of OCW user traffic around the world) each year, in
perpetuity—$5 million
o Department liaison positions, where DLs assist faculty with developing and
compiling teaching materials for both classroom teaching and publication on
the OCW website—$800,000 and up
So far, we have received a gi� of $1 million to endow OCW from a generous
donor, along with several other current-use gi�s.
General donations. In June 2004, we implemented a live “give now” feature that
links users directly to the newly redesigned Giving to MIT website, hoping to
capitalize on the good will of those users who feel inspired to help support OCW
in a material way. In June 2005 alone, OCW had received 11 donations from MIT
alumni, and friends of the OCW project.
In addition to these initiatives, President Hockfield has invited an OCW External
Advisory Board to advise on broad strategic questions including financial strategies to
help sustain OCW long term.
We have had some success to date in our efforts to continually improve processes and
to streamline operations. Based in part on improved processes, which resulted in a
small reduction in staff requirements, renegotiation of some service contracts, as well as
other factors, in fall 2004 we recast the budgets for the years 2005, 2006, and 2007 at $6.3
million annually. We are now projecting a further reduction in costs for 2005 (year-end
projection: $6.0M) and a similar reduction in our 2006 budget. We continue to look for
opportunities to trim OCW operating costs.
MIT has publicly commi�ed to supporting OCW into the future as an inherent part of
the teaching and public service missions of the Institute. Beginning in 2008, a�er we
have published virtually the entire catalog of courses taught at MIT and have begun
steady state operation (Phase 3), we will sustain OCW through a combination of:
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Funding support from MIT at a continually increasing level until equilibrium is
reached;
Other outside funding—at decreasing levels over time—to support the
philanthropic aims of OCW; and
A continuous process of cost containment and cost reduction.
MIT OpenCourseWare
Based on our current publication processes, systems, and supporting organization,
we estimate that the annual cost of ongoing steady state operation will be less than $5
million per year. Looking ahead, there may be some opportunity for sharing services
or negotiating be�er rates for outside services a�er an OpenCourseWare consortium is
established and its membership begins to collaborate on such issues.
Awards
In the course of the last year, OCW won several awards that recognize the vision of the
OCW initiative, OCW’s site design and usability, and the OCW communication and
outreach program. In June, OCW was named 2005 Education Award Laureate by the
Tech Museum of Innovation, in San Jose, CA. The 25 laureates named in the five award
categories include innovators from around the world. One laureate from each category
will receive a $50,000 prize at the award gala to be held in November 2005.
In December 2004, OCW received several Council for Advancement and Support of
Education (CASE) District 1 Publication Awards, including the Gold Award for the OCW
website’s informational pages, and Bronze Awards for the four-color OCW brochure and
OCW email newsle�er.
In October 2004, OCW received a prestigious Digital Education Achievement Award in
the Integrated/Multi-Focus Application category from the Center for Digital Education,
in Folsom, CA.
In September 2004, the OCW four-color brochure won the MarCom Creative Awards
Platinum Award and the OCW email newsle�er won the Gold Award.
Personnel Information
Appointments in the last year include: Daniel Carchidi as faculty liaison; Heather Howe
as office administrator; and Maria Karatzas as administrative officer. In addition, several
department liaisons were hired, including Alicia Boozer (Electrical Engineering and
Computer Science), Susannah Dorfman (Earth, Atmospheric, and Planetary Sciences),
Eileen Huang (Chemistry), and Annis Wilson (Architecture).
There were also several promotions: Stephen Carson, from evaluation specialist to
OCW senior strategist; Sandra Mallalieu, from faculty liaison to production manager;
John Denne� III, from faculty liaison to web production specialist; and Alice Cox, Keith
McCluskey, and Curtis Newton, from department liaison to faculty liaison.
Anne Margulies
Executive Director
More information about OpenCourseWare can be found online at h�p://ocw.mit.edu/.
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